This study aims to culturally explain pre-service science teachers' instructional technology-related anxiety levels by analyzing the variables of their instructional technology using experiences, frequency of using instructional technologies, access to instructional technologies, instructional technology-related attitude and their instructional technology-related self-efficacy perceptions. The participants were 538 pre-service teachers studying at the Dicle University Ziya Gokalp Education Faculty and 188 pre-service teachers studying at the University of Teacher Education during the 2011-2012 academic year. The findings indicate that the higher the degree of Turkish and Swiss pre-service science teachers' technology experience, the higher instructional technology-related anxiety levels they have. Furthermore, the frequency of Turkish pre-service science teachers' technology use is in reverse ratio to their instructional technology-related anxiety level. However, the frequency of Swiss pre-service science teachers' technology use was found to be in direct ratio to their instructional technology-related anxiety levels.